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School Counselors and Principals:
Partners in Support of Academic Achievement
by
Carolyn B. Stone
Assistant Professor
Counselor Education
University of North Florida
and
Mary Ann Clark
Assistant Professor
Counselor Education
Old Dominion University

School Counselors & Principals
Carolyn B. Stone & Mary A. Clark
2
Educational reform has sharply focused on the mission and functions of public education
(National Commission on Excellence in Education 1983; National Science Foundation 1983;
Secretary’s Commission on Achieving Necessary Skills 1991). School counselors have been
conspicuously absent from educational reform reports and are often viewed as peripheral to the
main function of schooling and academic achievement. Recent efforts to bring school counselors
into the mainstream of educational reform propose that future school counselors become leaders
of efforts to improve teaching and learning and to advocate for equal opportunity and access to a
quality education for all students (House and Martin 1998). Key to the school counselor’s new
leadership role will be an alliance with the principal.
School counselors and principals can act as powerful allies in school reform focusing on
helping students access and be successful in more rigorous academic standards. The school
counselor as part of the principal’s educational team in the schools, has a vital role to play in
supporting academic achievement by acting as a proactive leader and advocate for student
success (Capuzzi1998; House and Martin 1998; Lee and Walz 1998). Although the counselor
and principal may have separate and specific roles and corresponding responsibilities to carry
out, there is overlap with regard to accomplishing common goals for the school and its students.
New attitudes about school counselors and principals joining forces for leadership and advocacy,
can positively impact the mission and climate of the school in delivering academic success.
School systems and university educational leadership programs have responded to the

3
call for rigorous academic standards by examining and increasing standards of professional
behavior and accountability for services to students (Mostert 1997). Slower to respond to the
educational reform movement, school counseling pre-service and in-service programs are
beginning to show signs of serious examination of the school counselors’ role in actively
promoting student academic success. Instead of being isolated in their offices, counselors need
to play an integral role in the total educational process (Kaplan and Evans 1999; Myrick 1997;
Tollerud and Nejedlo 1999). The current movement by the American School Counseling
Association (ASCA) to establish school counseling standards is furthering the effort to bring
counselors to the heart of the educational reform movement (Dahir, et al 1997). By viewing
themselves as an integral part of the mission of schools and partnering with their school
principals, counselors can empower themselves to seek new ways to benefit students’ academic
success (Worzby and Zook 1992). This article will outline the evolving leadership and advocacy
roles of the school counselor in supporting the principal in the effort to move schools toward
rigorous academic achievement for all and will examine the partnership efforts already underway
by school counselors and principals throughout the nation.
Educational Reform
The report of the Secretary’s Commission on Achieving Necessary Skills (SCANS)
demonstrates that schools are not equipping students with the necessary higher level skills and
half of America’s youth are leaving school without the knowledge or foundation required to find
and hold a good job (SCANS 1991). In response, major school reform efforts have focused on

4
setting more rigorous academic standards. But reform leaders have paid little attention to the
partnership role school counselors can play with principals to promote rigorous academics for all
students (House and Martin 1998; need others too). As we embrace the new millennium, the
school counseling profession is taking stock of where it stands currently in the educational
reform movement and is evaluating where it is headed in the future with regard to promoting
high achievement levels for all students.
Educational Leadership
Leadership is becoming an increasingly valued and shared phenomenon at the school
level. Although it begins with the principal, it should also include other players such as teachers,
parents, students, the superintendent, and community members who contribute to making schools
even better (NASSP 1996). Yet counselors and principals have not traditionally viewed
themselves as partners in educational leadership.
For the school counselor, leadership has not been duly explored and emphasized in either
practice or in school counseling preparation programs. Many counselors do not see themselves
as educational leaders; however they have unique opportunities to assert leadership. School
counselors exercise leadership through increased collaboration and consultation interventions
with those significant people in the lives of students; teachers, administrators, family members
and people in the community (Cooper and Sheffield 1994). The principal must take a stand on
important educational issues to be perceived as a strong leader and an advocate for continuous
school improvement, and it is becoming expected that the effective school counselor exercise the
same leadership behaviors (need some references here). “Counselors need to be role models

5
and change agents which is more easily accomplished when they are seen in a leadership role in
the schools. The more they are in the classrooms and working with teachers, parents, and
administrators, the more credible they become” (Guerra 1998). Further, in partnering with the
principal to provide leadership in working toward common goals, the counselor and principal can
enhance each other’s influence while being perceived as a collaborative team, thus increasing the
leadership potential of the school.
Leadership Through Advocacy
Educational reform coupled with widespread societal changes impacting schools are
compelling reasons for principals and school counselors to join forces to positively intervene in
the lives of their students and their environments. Thus, these educators can use their influence to
eradicate systems and ideologies that have the potential to impact negatively upon students
(House and Martin 1998; Lee and Walz 1998; Stone and Turba 1999). Helping to create
alternatives and opportunities for people is one of the action steps that counselors can take. All
people, particularly those who have been marginalized in society need more life choices (Lee
and Walz 1998). Counselors and principals can advocate in numerous ways for students,
particularly with regard to motivation, achievement, and future planning. To be seen as an
advocate for “all students” is particularly important with regard to the perception of the
counselor as an educational leader (House and Martin 1998). A number of specific areas in
which counselors and principals can collaborate to demonstrate leadership and advocacy are
outlined below.
Changing Attitudes and Beliefs. The partnership between counselors and school

6
principals in changing attitudes and beliefs is particularly crucial. School counselors as human
relations experts can impact the beliefs and attitudes of teachers and administrators regarding
educating all students to achieve high standards. The school counselor collaborating with the
principal can help establish a vision and belief in the development of high aspirations in every
child. The counselor who believes that all children should be supported to be successful in
rigorous academic course work, will act in ways that demonstrate that belief, influencing other
educators (Handy 1987). The training counselors receive in communication, interpersonal
relationships, problem solving and conflict resolution give them a vantage point in promoting
collaboration among colleagues to promote such achievement (West and Idol 1993). Close
communication and the coordination of efforts to improve and ensure student success are vital.
Ideally, school principals and counselors should be seen as partners who work closely together.
Cooper and Sheffield (1994) write of a collaborative management model where the principals’
and counselors’ roles are interchangeable allowing them to work together to impact attitudes and
beliefs in each student’s ability to learn, improve instruction and provide support in the
classroom. Although this model is not yet implemented in many school settings, the principle of
collaboration between school principals and counselors is being seen as increasingly necessary to
the operation of an effective instructional program.
Developing High Aspirations in Students. Counseling can help students develop high
aspirations rather than just attending to aspirations as they may emerge. School counselors can
positively impact students’ desire to stretch and strive academically by helping them understand
their choices and the full weight, and the meaning of those choices (other references here;

7
Stone and Turba 1999). Students need to understand the logic and interrelatedness of the
curriculum and the consequences of academic choices. The school counselor as academic
advisor to all students, can clearly communicate to students and their parents that academic
choices widen or narrow future options and opportunities. The academic advising role includes
helping students to register for appropriate courses, helping them understand the interrelationship
between curriculum choices and future economic success, and helping them understand that
financing a higher education is possible (references).
It is important for students and their parents to believe that college is a real possibility,
financially as well as academically. Without this assurance, students may make curriculum
choices that limit their aspirations. An example of helping students develop high aspirations can
be found in the Duval County Public Schools in Jacksonville, Florida where students are
informed as to available financial aid and scholarship opportunities. The school counselors in
this district annually train approximately 100 volunteers who then deliver individual advising
sessions to high schoolers about how to access financial aid and scholarships for postsecondary
education (Stone and Turba 1999). Another example of advocacy for higher academic
achievement can be found in a large urban school district which recently implemented a policy
requiring all students to pass algebra to obtain a high school diploma. This new policy has
mobilized the counselors to help change the attitudes and beliefs of teachers about math
requirements for students. Armed with data about the success of similar programs in other
school districts, these counselors were able to show how the percentage of students enrolling in
and passing algebra had increased significantly. Passing algebra and other higher mathematics

8
prepares students for college admission which otherwise may have been denied to them.
Career Guidance. The school counselor as academic advisor is ideally situated to act as
an advocate in helping make students aware of as well as succeed in a rigorous academic
program. Providing critical, timely information will result in more students stretching
themselves and striving to enroll in the most appropriate academic course work. The National
College Counseling Project (1986) stated, “outstanding counselors . . . consistently emphasize
that their students have the potential to better themselves and to meet ambitious goals” (p.32).
Classroom guidance, a traditional school counselor intervention can be updated to be a
vehicle for more direct advocacy for student success. Test preparation, study skills, educational
and future planning, career development, and the use of specific data to further such topics can
be used to encourage a positive “mindset” for achievement and success for all students (Clark
and Stone 2000). Sharing statistics with students about the impact education has on lifetime
salaries may encourage a higher degree of motivation and understanding of course relevancy
than just presenting students with course sign up sheets to complete. Specific up to date
information on what jobs and accompanying skills/training will be required in our future society
is very important data for students as well as their parents to have (Clark and Stone 2000). As
well as facilitating the large group sessions themselves, counselors can serve as consultants and
resources for Teacher Advisor Programs which can disseminate similar types of information to
students in an organized program with a planned curriculum (Myrick 1997).
Additionally, the use of technology for career and academic advising should be an
integral part of the counselor-as-leader repertoire. Turba (1998) described technological skills

9
needed for the school counselor in career advising.
For counselors to perform their job functions adequately, at the minimum, they must
possess basic computer literacy skills. This should include extensive knowledge of
Internet resources, software that relates to career advising, distance learning, virtual
activities such as chat rooms, discussion groups, listservers, using Internet video
conferencing, constructing virtual guidance offices that help students access Internet
resources, and the interest to stay current on the changing scene of computer technology
(p.10).
Coursework Assignments. School counselors in collaboration with principals, are ideally
situated to positively impact opportunities for student course assignment into rigorous academic
programs. Most educators recognize the American public education system as the mechanism in our
society for upward mobility and is a basic right of all students. Yet, we are also aware that we have
not achieved equity in academic advising or course assignment, and that not all students are
sufficiently supported and challenged to reach their full academic potential. Course assignment
contributes to the furthering or hindrance of educational opportunity. Teachers, and to a lesser degree
school counselors, are placing students in course assignments that will widen or narrow future
opportunities. Further, students are making decisions that are inconsistent with their future goals
(Stone 1997).
The College Entrance Examination Board found that by tenth grade, only half of the ninth
graders who said they were going to college were enrolled in courses that would qualify them for
college entrance. Researchers have found that students from low-income families are less likely to

10
have access to course assignment guidance both at home and at school and that students from upper
socioeconomic backgrounds tend to have more exploratory interviews with their counselors (Garza
and McNeal 1988). Stratified learning opportunities contribute to the continuity of a stratified social
order (George 1988; Rosenbaum 1987; Slavin 1987, 1988) and schools whose students are
predominately white, middle-class, and relatively high achievers receive more opportunities for
enriched and rigorous academic experiences (Gamoran 1986; Oakes 1997).
A 1995 study by Stone examined the mathematics placement of the ninth graders of one large
urban school district. An analysis of the 1611 ninth-graders who scored in the upper quartile on one
of three mathematics subtests, revealed that placement in higher level mathematics differed for upper
quartile students depending on where the student went to school. In this school district, a student’s
future opportunities were stratified based on the attitudes and beliefs of the personnel and community
of individual schools. Principals and counselors together can impact schools’ practices which deter
equity and adversely affect opportunities for the students of their schools. Together this powerful
team can change enrollment patterns and implement safety nets for helping students be successful.
Data Analysis. School counselors and principals who understand equity issues and have
technological skills to aggregate and disaggregate student information, have critical, powerful skills
that can allow them to act as advocates to identify and eliminate school practices that may be
deterring equitable access and opportunities for student success in higher level academics. Using
school district data, the principal/counselor team can identify through the use of technology, broad
system-wide practices that contribute to inequitable situations for individual students. As a team,
these two disciplines can manage and monitor patterns of enrollment and student success.

11
Many school counselors have databases available that contain biographical information as
well as scheduling, attendance, discipline, and test history. This information is useful in itself when
working with students about any of the information contained in the database, such as attendance and
past academic performance. The information in these databases can be exported to relational
databases to provide more flexibility and increased accessibility to more student information.
For example, Duval County Public Schools in Jacksonville, Florida has initiated a computer
training program called School Wide Assessment Through Technology (SWATT). This program
provides to the principal, principal’s designee, and counselor of every school in the county, data
formatted into an integrated software program. The data consists of biographic information,
attendance, test scores, and current grades. Within this program, forms, reports, and other useful data
formats are included so that data can be easily accessed, printed, charted and used in a variety of ways
that could benefit all students. By containing the data in this type of program, assurances are built
into the system that no students are left out of the picture when viewing the data. This provides equity
in analysis as well as in access to opportunities, and also guarantees that no group of students will be
left out of calculations (Stone and Turba 1999).
An example of how these databases can be used to help students occurred when a Florida
school counselor discovered that 47 students who took Spanish I in eighth grade were planning to
enter his high school as ninth graders in the fall without plans to continue their Spanish education or
any other foreign language instruction. Understanding the consequences of such a decision on
postsecondary educational opportunities, this school counselor was able to quickly generate through
mail merge, a letter to each of the 47 students explaining the ramifications of their decision and

12
inviting them to a group presentation about the relationship between curriculum enrollment and
postsecondary opportunities. Instructions on how to change their schedules were included. Without
data analysis, this counselor would have had to catch these students the second or third week into the
school year and vital instruction time would have been lost. Further, classes are planned for and
scheduled in advance based on course requests, so many of the students may not have been able to
add the class at a later date.
Counselors can increase their visibility and empower their positions as leaders by
demonstrating accountability and sharing pertinent data with students, teachers, parents,
administrators and the community (Myrick 1997). Keeping records of students’ educational and
career decisions, enrollment and retention in higher education, school climate information, needs
assessments, outcomes from various guidance and counseling interventions, case studies as well as
publicizing such information with the current school population can enhance the counselors’ position
as a credible resource and leader. Such information can be shared through articles in local and school
newspapers, presentations to student, parent and community groups, automatic dialer of the school
telephone system, and a school guidance website (Clark and Stone 2000). If counselors
systematically gather and analyze results of their work, ask for ideas for program improvement, and
use this information to modify their services as appropriate, they will gain support, understanding and
advocacy for their work (Humphrey and Myer 1994).
Staff Development. Collaborating with the principal to conduct in-service training for teachers
and parents in such important areas as educational planning, motivation, student appraisal and
achievement, identification of and interventions for special needs students, and issues of student

13
diversity and related attitudes is an example of counselors teaming with the principal to play a unique
role in fostering understanding and cooperation among the school community. Other examples of
counselor facilitated staff development can include learning styles and strategies, student leadership
training, school improvement plans, cooperative discipline and classroom management, study skills,
and college admissions procedures. An ultimate goal is to assist the principal in providing support to
teachers through information, intervention, modeling, and encouragement (Cooper and Sheffield
1994; Dedmond 1998).
One middle school counselor decided to try to address some student behavioral issues that
frequently frustrated parents and teachers by organizing a Parent/Teacher Forum. She conducted a
needs assessment and identified the most frequently occurring problems and concerns of educators
and parents in her school such as Attention Deficit Hyperactivity Disorder (ADHD), lack of study
skills, underachievement, aggressive/defiant behavior, and substance abuse. She then organized and
hosted a one night fair at the school in which parents and teachers were able to choose three different
presentations to attend. Speakers were obtained from various community agencies to provide
information and facilitate discussions on the topics of interest. The physical education coaches
assisted in the endeavor by providing clinics in the multi-purpose room for children ages 6–16 while
the adults were attending the workshops (Clark and Stone 2000).
Staff development took a different twist for the counselor and administrative staff of a large
elementary school when they decided to address the stress level of their faculty following a
particularly grueling spring testing schedule. During a planning day they set up wellness workshops
in which teachers could attend lectures on nutrition, receive a massage, listen to a chiropractor, and

14
participate in a healthy, low-calorie lunch. Evaluations indicated that these workshops were well
received and contributed to an increase in faculty morale during a difficult period of the school year.
Collaboration and Team Building. Institutions do not change unless leaders within them
initiate and implement team building for change. Counselors are in a strategic position to collaborate
with the principal to promote the change process in school reform. As part of leadership team as well
as being trained facilitators, counselors can provide technical and staff support to facilitate change
efforts and team building within a school and community (Sheldon 1998). Further, with their
specialized knowledge and skills in collaboration, coordination, cooperation, resource brokering, and
assessment and evaluation, counselors can be leaders in policy and process changes that can affect
education and student achievement (Dedmond 1998). Specific organizational roles that a counselor
may choose to play can include participation and leadership in school and district committees on
school improvement, student assessment, enrichment programs, management advisory committees,
curriculum committees, and parent-teacher organizations. Heading up school groups/teams, and
taking a stand on important issues will further a leadership image and will empower the counselor to
help the principal (Clark and Stone 2000). Collaboration in home-school partnerships is another area
of opportunity for the principal/school counselor team. Individual students do better if their parents
are involved in their education and home-school partnerships also increases the overall effectiveness
of a school (Keenan, Willett, and Solsken 1993).
As the school leaders of the Child Study Team, the counselor and principal partnership can
help teachers, school psychologists, and other resource personnel collaborate to identify and resolve
student problems by designing the most appropriate and innovative program or instructional

15
modifications. Child Study Teams, the mechanisms for handling special education referrals, can be a
means to advocate for appropriate interventions outside of special education thus, curbing the over
identification of students for special education (Clark and Stone 2000).
Promoting a Safe Learning Environment. Essential in today’s rapidly changing society is
collaboration on the part of the counselor with the principal, teachers, and parents to help individual
students and classroom groups communicate regarding multicultural awareness and understanding.
Further, by teaching communication skills and emphasizing the valuing of differences, counselors can
work with teachers to help children learn to convey caring and respect for one another. Our public
schools continue to reflect an increasingly diverse population. It is essential that school counselors
and principals work as a team to embrace cultural diversity for students, teachers, parents, and
members of the community (Harris 1999). Championing multiculturalism and challenging
intolerance are roles for the counselor as leader and advocate (Grieger and Ponterotto 1998;
Ponterotto 1991; Ponterotto and Pedersen 1993).
For example, in July 1999, the U.S. Court of Appeals for the Eleventh Circuit ruled in Denno
v. School Board of Volusia County, Florida, that students have the right to display symbols in
schools, even if the symbols evoke unpleasantness such as the confederate flag. The school counselor
can be in a pivotal position to help the principal diffuse negative feelings aroused by such displays, as
well as teach and promote tolerance if a school faces overt problems or even more subtle, insidious
prejudice. Counselors teaming with principals can help teachers recognize what is involved in
teaching a diverse population, encourage them to become more knowledgeable about other cultures,
and assist them in examining their own beliefs, values, and prejudices (Harris 1999; Lee 1995;

16
Ponterotto and Pedersen 1993).
School counselors are ideally situated to collaborate with the school principals to promote an
emotionally and physically safe environment so that all students can concentrate on academic
achievement. For example, sexual harassment once regarded as innocuous horseplay is now widely
understood to be destructive, illegal, and a hindrance to student’s ability to benefit from the
educational environment. School counselors are the logical choice to collaborate with principals to
establish and implement a “no tolerance” policy for sexual harassment.
Conclusion
The time has come for school counselors to join forces with the school principal to assume
and exert leadership within their schools and communities. Educational reform and numerous
societal changes have both contributed to the need for a shift in the role of the school counselor to
educational leader who establishes a vision and belief in the development of high aspirations for
every child. Opportunities for leadership through social action and collaboration through increased
community involvement and improved communication are natural roles for the counselor. Many
counselors are already beginning to team with principals in a variety of the activities and strategies
described in this article. What remains is for counselors to view themselves as natural allies with the
school’s leadership and to look for opportunities to develop and implement their special leadership
skills in order to maximize their effectiveness in the promotion of success for all students.
We are faced with a need to prepare all students for a society that will be unlike any that has
come before us. The school counselor joining forces with the principal can ensure that all students
have access to the information and experiences that will allow them to influence the society of the

17
future. Such a leadership team is ideally situated to advocate for all students by providing academic
advising and support to encourage them to obtain the best possible education as the gateway to
greater social and economic opportunities in their futures.
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